It is the contention of this paper that, contrary to his own belief, John Stuart Mill did not, after his "mental crisis" of 1826, succeed in his attempt to achieve a meaningful integration of the analytical and the affective, through his cultivation of the feelings by poetry. On the contrary, through his subsequent detemination to place these two attributes (the analytic and the affective) in a clearly proscribed xelation to each other (by virtue of his postulation of the exclusive presence of the former in science or logic and the latter in poetry), Mill only succeeded in creating, in this codification, what we can describe as an image of his {to use T. S. Eliot's somewhat unfashionable phrase) "dissociated sensibility." / Thesis / Master of Arts (MA)

This study explores nature as a source of inspiration in Zulu poetry. With the exception of the introductory and concluding chapters all chapters are structurally similar. Each chapter consists of an introduction, communication of meaning, elements of poetry employed to communicate meaning, types of poems and observations and conclusion. Chapter 1 deals with the aim of the study, definition of terms, motivation, delimitation of scope of study and research methodology. Chapter 2 discuses poetry of the period between 1935 and 1945. Chapter 3 looks at poetry of the period between 1946 and 1955. Chapter 4 deals with poetry of the period between 1956 and 1965. Chapter 5 investigates poetry of the period between 1966 and 1975. Chapter 6 focuses on observations and conclusion. / African Languages / MA (African Languages)

This study explores nature as a source of inspiration in Zulu poetry. With the exception of the introductory and concluding chapters all chapters are structurally similar. Each chapter consists of an introduction, communication of meaning, elements of poetry employed to communicate meaning, types of poems and observations and conclusion. Chapter 1 deals with the aim of the study, definition of terms, motivation, delimitation of scope of study and research methodology. Chapter 2 discuses poetry of the period between 1935 and 1945. Chapter 3 looks at poetry of the period between 1946 and 1955. Chapter 4 deals with poetry of the period between 1956 and 1965. Chapter 5 investigates poetry of the period between 1966 and 1975. Chapter 6 focuses on observations and conclusion. / African Languages / MA (African Languages)

Syfte: Syftet med undersökningen är att granska olustmoment inom ämnet idrott och hälsa.Studiens frågeställningar är: Vilka moment inom idrott och hälsa uppfattar eleverna i denna studie som olustiga? På vilket sätt upplevs momenten som olustiga? Metod: En kvalitativ undersökning med halvstrukturerade intervjuer utfördes på åtta elevermellan 9 och 18 år, på en grundskola och ett gymnasium i samma geografiska område inärheten av Stockholm. De deltagande eleverna var en flicka och en pojke i årskurs tre, sexoch nio samt andra året på gymnasiet. Resultat: Aktiviteter kan ge upphov till situationer som kan uppfattas som olustiga.Exempelvis kan fotboll leda till inaktivitet och därmed känslor av utanförskap, samtidigt somsamarbetsövningar med fysisk närkontakt kan leda till ångest. Vikten av att vara duktig på enaktivitet för att det ska kännas roligt diskuterades av många elever, speciellt itävlingssammanhang. Stress över betyg samt en alltför seriös stämning ansågs även det ledatill olustkänslor. Det uttrycktes ett starkt missnöje över ofräscha duschar och toaletterna pågrundskolan. Några elever fann det olustigt att duscha av olika anledningar. Studien pekar påvissa skilda åsikter såväl mellan åldrar som mellan kön, dock inget generaliserbart. Slutsatser: Vi tror att en förutsättning för att kunna undvika olustkänslor är att identifieradem och dess ursprung. Om de elever som idag känner sig inaktiva inkluderas mer i olikaaktiviteter kanske det leder till att andra känslor och upplevelser kopplas till dessa. Ifalleleverna ges förutsättningar till att hantera situationen bättre än vad de idag upplever att degör, skulle känslan av sammanhang förhoppningsvis öka, och därmed även elevernas lust ochvilja till att delta. Ett stort ansvar ligger självfallet på lärarna, som ska lyckas inspirera,inkludera och aktivera. / Aim: The purpose of this study is to survey unpleasant moments in physical education. Thequestion formulations of the study are: Which moments in physical education are perceived as unpleasant by the pupils in thisstudy? In which way do these moments perceive as unpleasant? Method: A qualitative study with semi-structured interviews was conducted with eight pupilsbetween 9 and 18 years old, at a school consisting of both elementary school and junior high,and also at a high school located in the same geographical area near Stockholm. Theparticipating pupils were a girl and a boy in third, sixth and ninth grade as well as junior yearof high school. Results: Activities can create situations that may be perceived as unpleasant. For example,soccer can lead to inactivity and thus feelings of alienation, while cooperation exercises withclose physical contact can lead to anxiety. The importance of being good at an activity inorder to make it fun was discussed by many pupils, especially in a competitive context.Pressure from grades as well as an overly serious atmosphere was also considered to causeunpleasant feelings. The pupils expressed strong dissatisfaction with the showers and toiletsin elementary school and junior high. Some pupils felt uncomfortable to shower for differentreasons. This study shows some differences of opinion both in between ages and gender,although, however, nothing generalizable. Conclusions: We believe that a prerequisite to avoid unpleasant feelings is to identify themand their origin. If the pupils that feel inactive would become more included in variousactivities, it might lead to other feelings and experiences associated with them. If the pupilsare given the opportunities to handle the situation better than what they currently feel likethey are doing, the sense of coherence hopefully increase, and thus the students' desire andwillingness to participate. The teachers need to take a major responsibility, since their task isto inspire, include and activate.

Adequate fluid consumption is central to human survival. Previous literature suggests that there some misconceptions regarding hydration and fluid balance in some populations. Available data also show that the role of thirst sensations in maintaining fluid balance in different settings is also equivocal. Therefore, this thesis aimed to examine the perception of hydration, thirst and fluid intake in freeliving populations, to examine the feasibility of thirst as a marker of hydration status and to investigate the effect of thirst related sensations on fluid balance in resting and exercising individuals under different ambient temperatures. The findings in this thesis (Chapter 3) show that individuals who work within the fitness industry demonstrated substantial knowledge about drinking practices, hydration status and health consequences of water consumption, but lack understanding on the type of beverages that adequately hydrate the body. Further, thirst perception and mood states did not affect (P>0.05) the fluid intake in free living individuals (Chapter 4) and resting individuals under cool and warm exposure (Chapter 6), but some other factors such as subjective feelings of mouth dryness and the extent of hydration status might influence the fluid intake behaviour in these populations. In addition, following ingestion of flavoured carbohydrate drinks, thirst sensations was rated lower over time (P<0.05) during exercise in the cool, but was higher over time in the warm temperature (Chapter 7). Moreover, subjective feelings related to dehydration such as mouth dryness, thirst perception, desire to drink (water pleasantness) and hunger rating could be used as index of hydration status to signify at least a 1% body mass loss due to food and fluid restriction in resting individuals (Chapter 5). In conclusion, the findings in this thesis provide some new insight with respect to hydration, thirst and fluid balance in different populations under different settings. Nevertheless, some inconclusive findings regarding the role of thirst related sensations in fluid balance require further investigations.

Kring 27 miljoner av världens befolkning beräknas vara narkotikamissbrukare. I Sverige bor det cirka 100 000 barn under arton år i ett hushåll med en substansmissbrukande förälder. Detta är en kvalitativ litteraturstudie med syftet att uppmärksamma föräldrars upplevelser av att vara missbrukare och förälder. Studien visar att en prioritering som föräldrar med ett missbruk gör är att barnen skall vara ovetande om missbruket. Föräldrarna lever ett liv präglat av flera känslor bland dessa dominerar skuld och skam. Barnen ses däremot som en motivation till att sluta med missbruket och bli en bättre förälder. Svårigheter i vardagen för föräldrarna kan vara kampen i att ge barnen det nödvändiga emotionella stödet som behövs. För vissa föräldrar är det viktigare att förse sina barn med basala rutiner såsom påklädnad och matning. Flera föräldrar kämpar med kontrollen över barnen och hushållet, eftersom drogen kontrollerar dem. Slutligen upplever föräldrar med missbruk ett antal vardagliga svårigheter. En av dessa svårigheter är att gömma missbruket för sina barn. Föräldrarna upplever starka känslor av skuld och skam, men ser sina barn som en motivation till att lämna missbruket bakom sig. Tydliga brister uppdagas i föräldrarnas förmåga att ge emotionellt stöd. Däremot finns styrkan i att uppfylla barnens basala behov i form av konkreta handlingar. Föräldrar med missbruk upplever svårigheter i uppfostran av sina barn. / Background: About 27 million people in the world lives with a substance abuse. Many of them are parents. There is a need in the abuse- and addiction care of having a family perspective of how the substance abuseing parent affects the whole family. Aim: The aim of this study was to explore the experiences of being a parent with a substance abuse. Method: A literature study based on eight qualitative articles. Results: Two main themes were found; an emotional storm and the daily struggle. The main result of this study was that parents with substance abuse experience feelings as guilt and shame. Furthermore, they found it difficult to raise their children and satisfy the emotional needs that children require. From the parents view the children were seen as a way of salvations from substance abuse. Conclusion: The study showed that parents with substance abuse found it difficult to provide their children with emotional support and that they have strong feelings of guilt and shame. However, they can perform daily chores and try to hide the drugs from the children. A daily struggle for these parents was how to raise their children. While the parent is seen as an inappropriate role model for the child, the child was seen as motivation for the parent.

The creative process offers me an escape and tranquility worthy of sharing. When creating art, I reflect on the people, places, and things that move me. I convey my frame of mind through the brush to the canvas. The result is intense strokes of color that deliver clarity of emotion for others to experience. The intention of my work is to share a world that satisfies the eyes, mind, and soul. There is something about each piece that I hope will keep the viewer returning to absorb, contemplate, and enjoy.

Bakgrund: Att hantera luftvägen hos en patient i samband med anestesi är en av anestesisjuksköterskans huvuduppgifter. Då en oväntat svår luftväg uppstår så ställs det höga krav kompetensmässigt på anestesisjuksköterskan. Tidigare forskning har i liten utsträckning fokuserat på anestesisjuksköterskans erfarenheter kring denna komplexa situation. Det är därför önskvärt att utföra ytterligare studier inom detta ämne med fokus på erfarenheter. Syfte: Syftet med studien var att belysa anestesisjuksköterskans erfarenheter av den oväntat svåra luftvägen i samband med anestesi. Metod: Studien genomfördes utifrån kvalitativ ansats. Data samlades in genom semistrukturerade intervjuer med tio anestesisjuksköterskor anställda på två olika operationsavdelningar i Sverige. Intervjuerna transkriberades och analyserades med innehållsanalys. Resultat: I analysen framkom fyra kategorier som beskriver anestesisjuköterskornas erfarenheter av oväntat svår luftväg i samband med anestesi; upplevelser av att arbeta under press, att samarbeta i team, betydelsen av att känna sig trygg i sin yrkesroll samt värdet av reflektion. Slutsats: Anestesisjuksköterskornas delade erfarenheter tyder på en samstämmighet om att när en oväntat svår luftväg uppstår så efterfrågades mer träning tillsammans. Detta dels för att underlätta samarbetet och för att kunna ta del av andras erfarenheter och strategier för att lösa liknande situationer i framtiden. Nyckelord: Anestesisjuksköterska, oväntat svåra luftvägar, erfarenheter, känslor, upplevelser. / Background: Managing the airway of a patient during anesthesia is one of anesthesia nurse's main tasks. When an unexpected difficult airway occurs, the high demands in terms of competence of the nurse anesthetist. Previous research has small extent focused on the nurse anesthetist experiences of this complex situation. It is therefore desirable to perform further studies on this subject, focusing on experience. Aim: The aim was to illustrate anesthetic nurses experiences of the unexpected difficult airway associated with anesthesia. Method: The study was conducting using qualitative approach. Data were collected through semi-structured interviews with ten anesthetic nurses employed in two different surgical departments in Sweden. The interviews were transcribed and analyzed by content analysis. Result: The analysis revealed four categories that describe anesthetic nurses experiences of the unexpected difficult airway associated with anesthesia; experiences of working under pressure, to work in teams, the importance of feeling safe in their professional capacity and the value reflection Conclusion: Anesthetic nurses shared experiences suggest a consensus that when these situations occur they requested more training together. This is partly to facilitate cooperation and also to take advantage of others' experiences and strategies to solve similar situations in the future. Keywords: Nurse anesthetist, unexpected difficult airways, experiences, feelings.

Könssjukdomen klamydia är bland de vanligaste könssjukdomarna i världen. Könssjukdomen är anmälningspliktig och det ingår sjuksköterskans profession att arbeta preventivt med bland annat provtagning och smittspårning för att ständigt förebygga smittan. Syftet med denna litteraturstudie är att belysa unga vuxnas upplevelser av att testa sig för könssjukdomen. Författarna har analyserat nio vetenskapliga artiklar som resulterat i två huvudkategorier och fem underkategorier. Den första kategorin samt underkategorierna till denna var följande: Vårdrelaterade upplevelser av klamydiatestning; En känsla av okunskap; Känsla av tillit till vårdarna. Kategori nummer två löd: Psykosociala upplevelser av klamydiatestning med underkategorierna; ”Andra” människors problem; Risk för stigmatisering; Ett moraliskt ansvar. Resultatet visade att det hos unga vuxna fanns brist på kunskap kring könssjukdomen klamydia och testning kring denna. Vårdpersonalen hade i samband med testning stor inverkan och kunde påverka unga vuxnas val kring vart testet föredrogs att utföras samt av vilken befattning. Könssjukdomen visade sig också vara stigmatiserad och kunde skada relationer samt väcka känsla av skuld och skam. Litteraturstudien bidrar med att synliggöra unga vuxnas upplevelser kring testning vilket medför möjlighet för vårdpersonal att förbättra bemötandet så att en god vård kan erbjudas.

The National Curriculum Statement argues that it takes all of the different components of the individual into account when attempting to educate each learner. It states that one of the goals of the National Curriculum Statement is to promote the “holistic development of learners”, and within this area to take each learner’s emotions into account. This is a bold statement that has many practical implications for the learner, the educator, and the lecturers in teacher training programmes. There appears to be very little guidance provided in the National Curriculum Statement or teacher training programmes with regards to how one should take the “holistic development of learners”, and specifically the emotions into account. For this reason, this research focuses on whether it is possible to prepare teachers to take the “whole child” into account, with particular reference to the emotional dimension of the learner. The research also focuses on whether educators in schools feel adequately prepared to look at the emotions, and what different factors come into play when attempting to look at the both the emotions and the “holistic development of learners”. In order to do this, the current research focuses on Life Orientation, since it appears to be the subject that is most able to deal with the cognitive, spiritual, physical social and emotional needs of the learners. With the purpose of achieving the abovementioned objectives, the researcher conducted a qualitative research study which involved the interviews of six Life Orientation Educators from six different public schools in the Northern Suburbs of Johannesburg; as well as three lecturers who lecture Life Orientation at the University of the Witwatersrand. The findings of this research report indicate that most of the educators and lecturers who participated in the research feel inadequately prepared to take the emotions, and the holistic development of learners, into account in the teaching /learning process. There are a number of reasons for this. First, many participants felt that both the emotions and holism are implied within the curriculum. However, the participants felt that there is not an explicit explanation for what these elements of the individual are. As a result of the lack of a coherent explanation of the different elements of the individual, the participants felt that it is difficult to teach the non-cognitive aspects of the individual. Second, because the emotions and holism are implicit rather than explicit, it was felt that there are no clear indications provided by the National Curriculum Statement, or in the Life Orientation courses or workshops on how it is possible to teach or assess the whole child, and the emotions specifically.